Ishanti Gangopadhyay
Biographic Data
| ID | 9340795 |
|---|---|
| NAME | Ishanti Gangopadhyay |
| GIVEN NAMES | Ishanti |
| FAMILY NAME | Gangopadhyay |
| SIGNATURE | GANGOPADHYAY I |
| AFFILIATIONS | Indiana University Bloomington |
| ORCID | 0000-0001-5481-8295 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Selective word learning in monolingual and bilingual children
Speaker accuracy, defined as a speaker's history of correctly or incorrectly labeling familiar objects, is a well established cue in children's word learning. Yet how speaker accuracy shapes word retention across multiple time points, and whether retention patterns differ for bilingual children, remains largely unknown. The present pilot study examined novel word retention in 21 monolingual and 18 bilingual 4–6-year-old children at three time poi…
Immersion in dual-language programs does not impede children’s native language processing
Aims and Objectives: The benefits of dual-language immersion (DLI) versus English-only classrooms for minority-language speakers' acquisition of English have been well documented. However, less is known about the effect(s) of DLI on majority-language speakers' native English skills. Prior studies largely used accuracy-focused measures to index children's language skills; it is possible that processing-based tasks are more sensitive to the effects…
Word learning in monolingual and bilingual children
The current study examined the impact of a speaker's gaze on novel-word learning in 4-5-year old monolingual (N = 23) and bilingual children (N = 24). Children were taught novel words when the speaker looked at the object both times while labeling it ( consistent ) and when the speaker looked at the object only the first time ( inconsistent ). During teaching, bilingual children differentiated between the target object (that matched the label) an…
No prominent works on this page.
Word learning in monolingual and bilingual children
The current study examined the impact of a speaker's gaze on novel-word learning in 4-5-year old monolingual (N = 23) and bilingual children (N = 24). Children were taught novel words when the speaker looked at the object both times while labeling it ( consistent ) and when the speaker looked at the object only the first time ( inconsistent ). During teaching, bilingual children differentiated between the target object (that matched the label) an…
Immersion in dual-language programs does not impede children’s native language processing
Aims and Objectives: The benefits of dual-language immersion (DLI) versus English-only classrooms for minority-language speakers' acquisition of English have been well documented. However, less is known about the effect(s) of DLI on majority-language speakers' native English skills. Prior studies largely used accuracy-focused measures to index children's language skills; it is possible that processing-based tasks are more sensitive to the effects…
Selective word learning in monolingual and bilingual children
Speaker accuracy, defined as a speaker's history of correctly or incorrectly labeling familiar objects, is a well established cue in children's word learning. Yet how speaker accuracy shapes word retention across multiple time points, and whether retention patterns differ for bilingual children, remains largely unknown. The present pilot study examined novel word retention in 21 monolingual and 18 bilingual 4–6-year-old children at three time poi…
Language Development and Disorders (3 works) · Child and Animal Learning Development (2 works) · Linguistics (2 works) · Psychology (2 works) · Artificial Intelligence (1 work) · Categorization, perception, and language (1 work) · Cognitive psychology (1 work) · Communication (1 work) · Computer Science (1 work) · Dual language (1 work)